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Motivation and Emotion in Learning and Teaching across Educational Contexts: Theoretical and Methodological Perspectives and Empirical Insights (New Perspectives on Learning and Instruction)
by Rebecca Lazarides Gerda Hagenauer Hanna JärvenojaMotivation and Emotion in Learning and Teaching across Educational Contexts brings together current theoretical and methodological perspectives as well as examples of empirical implementations from leading international researchers focusing on the context specificity and situatedness of their core theories in motivation and emotion. The book is compiled of two main sections. Section I covers theoretical reflections and perspectives on the main theories on emotion and motivation in learning and teaching and their transferability across different educational contexts illustrated with empirical examples. Section II addresses the methodological reflections and perspectives on the methodology that is needed to address the complexity and context specificity of motivation and emotion. In addition to general reflections and perspectives regarding methodology, concrete empirical examples are provided. All cutting-edge chapters include current empirical studies on emotions and motivation in learning and teaching across different contexts (age groups, domains, countries, etc.) making them applicable and relevant to a wide range of contexts and settings. This high-quality volume with contributions from leading international experts will be an essential resource for researchers, students and teacher trainers interested in the vital role that motivation and emotions can play in education.
Motivation and Learning Strategies for College Success
by Myron H. Dembo Helena SeliThis popular text combines theory, research, and applications to teach college students how to become more self-regulated learners. Study skills are treated as a serious academic course of study. Students learn about human motivation and learning as they improve their study skills. The focus is on relevant information and features designed to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies whereby they are taught a process for improving their academic behavior. A framework organized around six components related to academic success (motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance) makes it easy for students to understand what they need to do to become more successful in the classroom. Pedagogical Features include Exercises; Follow-Up Activities; Student Reflections; Chapter-end Reviews ; Key Point; and a Glossary. New in the Fourth Edition: More emphasis on research findings; expanded discussion of motivation ; more emphasis on the impact of students' use of social networking and technology; research about neuroscience in relationship to motivation and learning; new exercises, including web-based activities; Companion Website, including an Instructor's Manual
Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning
by Myron H. Dembo Helena SeliCombining theory, research, and applications, this popular text guides college students on how to become self-regulated learners. Students gain knowledge about human motivation and learning as they improve their study skills. The focus is on relevant information and features to help students to identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and then to complete self-regulation studies that teach a process for improving their academic behavior. A framework organized around motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance makes it easy for students to recognize what they need to do to become academically more successful. Pedagogical features include Exercises, Follow-Up Activities, Student Reflections, Chapter-end Reviews, Key Points, and a Glossary. New in the Fifth Edition Discussion of the importance of sleep in learning and memory Revised and updated chapter on self-regulation of emotions Current research on impact of students’ use of technology including digital learning platforms and tools, social media, and online learning Updated Companion Website resources for students and instructors
Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning
by Myron H. Dembo Helena SeliCombining theory, research, and application, this popular text guides college students on how to improve their study skills and become self-regulated learners. Seli and Dembo focus on the most relevant information and features to help students identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and to complete self-regulation studies that teach a process for improving their academic behavior.Motivation and Learning Strategies for College Success provides a framework organized around motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance that makes it easy for students to recognize what they need to do to become academically successful. Full of rich pedagogical features and exercises, students will find Follow-Up Activities, opportunities for Reflection, Chapter-End Reviews, Key Points, and a Glossary. New in the Sixth Edition: General updates throughout to citations and research since the previous edition Additional coverage of digital media and mobile technology, and the impact of technology on productivity Added coverage of metacognition and test anxiety, and consideration of non-traditional students Updated companion website resources for students and instructors, including sample exercises, assessments, and instructors’ notes
Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning
by Helena SeliNow in its 7th edition, Motivation and Learning Strategies for College Success: A Focus on Self-Regulated Learning provides a framework organized around motivation, methods of learning, time management, control of the physical and social environment, and monitoring performance that makes it easy for students to recognize what they need to do to become successful learners. Full of rich pedagogical features and exercises, students will find Follow-Up Activities, Opportunities for Reflection, Chapter-End Reviews, Key Points, and a Glossary. Seli focuses on the most relevant information and features to help students identify the components of academic learning that contribute to high achievement, to master and practice effective learning and study strategies, and to complete self-regulation studies that teach a process for improving their academic behavior. Combining theory, research, and application, this popular text guides college students on how to improve their study skills and become more effective, self-regulated learners. New in the 7th edition: Increased focus on students’ lived experiences based on race, gender, socio-economic status, and ability Increased coverage on cultural responsiveness and equity in education Additional content relevant for students with special needs Acknowledgement of the impact of COVID-19 on higher education General updates throughout to citations and research since the previous edition Updated companion website resources for students and instructors, including sample exercises, assessments, and instructors’ notes
Motivation and Self-Regulated Learning: Theory, Research, and Applications
by Barry J. Zimmerman Dale H. SchunkThis volume focuses on the role of motivational processes – such as goals, attributions, self-efficacy, outcome expectations, self-concept, self-esteem, social comparisons, emotions, values, and self-evaluations– in self-regulated learning. It provides theoretical and empirical evidence demonstrating the role of motivation in self-regulated learning, and discusses detailed applications of the principles of motivation and self-regulation in educational contexts. Each chapter includes a description of the motivational variables, the theoretical rationale for their importance, research evidence to support their role in self-regulation, suggestions for ways to incorporate motivational variables into learning contexts to foster self-regulatory skill development, and achievement outcomes.
Motivation for Achievement: Possibilities for Teaching and Learning
by M. Kay AldermanUnderstanding student and teacher motivation and developing strategies to foster motivation for students at all levels of performance are essential to effective teaching. This text is designed to help prospective and practicing teachers achieve these goals. Its premise is that current research and theory about motivation offer hope and possibilities for educators —teachers, parents, coaches, and administrators—to enhance motivation for achievement. The orientation draws primarily on social-cognitive perspectives that have generated much research relevant to classroom practice. Ideal for any course that is dedicated to, or includes coverage of, motivation and achievement, the text focuses on two key roles teachers play in supporting and cultivating motivation in the classroom: establishing the classroom structure and instruction that provides the environment for optimal motivation, engagement, and learning; and helping students develop the tools that will enable them to be self-regulated learners and develop their potential. Pedagogical features aid the understanding of concepts and the application to practice: Strategy boxes present guidelines and strategies for using the various concepts. Exhibit boxes include forms for different purposes (for example, goal setting), examples of teacher beliefs and practices, and samples of student work. Reflection boxes stimulate readers’ thinking about motivational issues inherent in the topics, their experiences, and their beliefs. A motivational toolbox at the end of each chapter helps readers identify important points to think about, lingering questions, strategies to use now, and strategies to develop in the future. NEW IN THE THIRD EDITION Updated research and new topics are added throughout as warranted by current inquiry in the field. Chapters are reorganized to provide more coherence and to account for new findings. New and updated material is included on issues of educational reform, standards for achievement, and high-stakes testing, and on achievement goal theory, especially regarding performance goals and the distinction between performance-approach and performance-avoidance goals as relevant to classroom practice.
Motivation for Reading: A Special Issue of educational Psychologist
by Paul R. PintrichBased on research from the National Reading Research Center (NRRC) at the Universities of Georgia and Maryland, this issue presents the contributors' sythesized work on reading motivation and engagement. Articles are devoted to the following topics: * the general motivation constructs related to reading; * home influences on reading motivation; * readers' responses to different types of text; * influences of classroom contexts; and * types of assessment on children's motivation.
Motivation in Online Education
by Maggie HartnettThis work explores and explicates learner motivation in online learning environments. More specifically, it uses a case-study approach to examine undergraduate students' motivation within two formal and separate online learning contexts. In doing so, it recognizes the mutually constitutive relationship of the learner and the learning environment in relation to motivation. This is distinctive from other approaches that tend to focus on designing and creating motivating environments or, alternatively, concentrate on motivation as a stable learner characteristic. In particular, this book identifies a range of factors that can support or undermine learner motivation and discusses each in detail. By unraveling the complexity of learner motivation in such environments, it provides useful guidelines for teachers, instructional designers and academic advisors tasked with building and teaching within online educational contexts.
Motivation in Physical Education
by Luis García-González Katrien De Cocker David González-CutreThis book addresses the latest developments in research on motivational processes in the context of physical education and proposes successful strategies that have been scientifically proven to be effective. The book focuses on the motivational process in physical education from the perspective of students and teachers and, subsequently, on the practical applications to develop student motivation. These strategies are based on various frameworks, including the circumplex model, motivational climates, motivational teaching behaviors adapted to physical education, web-based interventions, novelty-support strategies, the use of feedback and the application of model-based practice. This book is useful to researchers and postgraduate students in the field of motivation and physical education, and physical education teachers.
Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten: Perspektiven aus Pädagogik, Psychologie und Fachdidaktiken (Edition ZfE #10)
by Rebecca Lazarides Diana RaufelderDer Band führt empirische Forschung aus Erziehungswissenschaft, Pädagogischer Psychologie und Fachdidaktiken systematisch zusammen, die sich mit schulischen und unterrichtlichen Bedingungen der Motivation Lernender befasst.
Motivation to Learn
by Deborah J. StipekEmphasizing classroom learning, Stipek also discusses how strategies used to motivate students in schools affect students' motivation to engage in intellectual activities outside of school. Includes an extensive list of references and numerous evaluation tools for teachers.
Motivation to Learn in the Secondary School
by Michael HymansTeachers have an enormous impact on how their students approach learning situations. Motivation to Learn in the Secondary School provides the opportunity for senior management teams to enhance learning and teaching by looking at theories of motivation and then relating these to the realities of the classroom. The book looks at the role of senior leaders and how they can encourage their staff to: explore the role that student-teacher relationships play in encouraging student motivation; highlight the importance of emotional literacy for motivating teaching and learning; explore a range of ideas to nurture motivation for the promotion of effective teaching and learning, such as accelerated learning, learning styles, multiple intelligences, meta-cognition and thinking skills. Each chapter shows how the concepts and theories convert into practice. These are identified throughout the book as TiPs (Theory into Practice) to: aid understanding of the model; encourage student motivation through particular practices. There are 38 TiPs, which include activities with handouts and information pages. These are designed for individual and/or groups of staff to use for reflection and development of action plans to promote student motivation to learn.
Motivation to Learn: Transforming Classroom Culture to Support Student Achievement
by Michael J. Middleton Kevin PerksHarness the power of motivation to transform the learning experience! When properly channeled, motivation propels learning forward. Yet teachers across all grade levels and disciplines struggle to recognize and cultivate this dynamic, social force in the classroom. This essential resource proves that all students are motivated to learn, and provides authentic tools to create and sustain a classroom community that is highly engaged. You’ll discover: Reflection activities that promote student voice and self-efficacy as well as assess existing motivation levels Case studies and best practices based on current motivation theory and research Strategies to design meaningful learning tasks and build positive relationships with students and colleagues.
Motivation, Anstrengung und das Modell des neuronalen Netzes
by Theodore Wasserman Lori WassermanIn den letzten zehn Jahren hat sich unser Verständnis des menschlichen Gehirns grundlegend gewandelt – von einer modularen Struktur hin zu einem hoch integrierten neuronalen Netzwerkmodell. Dieses neue Verständnis verändert grundlegend die Art und Weise, wie wir wesentliche psychologische Konstrukte wie beispielsweise Motivation erklären. Im Netzwerkmodell wird Motivation als ein spezialisierter Aspekt des menschlichen Lernsystems betrachtet, der darauf abzielt, Ziele zu erreichen. Von ursprünglich grundlegenden Bedürfnissen wie Nahrung und Unterkunft entwickelt sich Motivation im Laufe der Zeit zu einem komplexen Geflecht aus extrinsischen und intrinsischen Zielen. Der Kern all dieser Entwicklungen ist die angeborene Flucht- oder Kampfreaktion, die sich im Laufe der Zeit durch eine Kombination aus angeborenen menschlichen Temperamentseigenschaften und Lebenserfahrungen verändert. Diese Veränderungsprozess basiert zum Teil auf einem Fehlerprognosenetzwerks, das mit dem Belohnungsnetzwerk zusammenarbeitet, um ein System sich ständig weiterentwickelnder Bewertungen von Zielen und Vorgaben zu erzeugen. Das Zusammenspiel dieser Netzwerke führt zu einem kognitiven Prozess, den wir Motivation nennen. Wie die meisten Netzwerke wird das Motivationssystem von Netzwerken rekrutiert, wenn die Aufgabenanforderungen der Situation es erfordern. Solch ein Verständnis von Motivation hat tiefgreifende Auswirkungen. In der klinischen Psychologie könnte es die Beurteilung und Therapie von Verhaltensweisen neugestalten und die Richtung für neue therapeutische Interventionen vorgeben. Dieses Buch stellt die Übersetzung einer englischsprachigen Originalausgabe dar. Die Übersetzung wurde mit Hilfe von künstlicher Intelligenz erstellt. Eine anschließende manuelle Überarbeitung erfolgte vor allem nach inhaltlichen Gesichtspunkten, so dass das Buch stilistisch von einer herkömmlichen Übersetzung abweicht.
Motivation, Educational Policy and Achievement: A critical perspective
by Sam CarrMotivation, Educational Policy and Achievement seeks to theorise and critique current trends in education through the lens of key ideas from motivational theory. Its purpose is to argue that current educational trends on a macro level are a significant threat to the provision of classroom practices seeking to create an educational environment that motivational theorists would argue is best placed to develop motivational equality, optimal motivation, and wellbeing. Linking major contemporary theories of motivation to wider educational and political debate, this unique resource will bring about two major benefits: it will vocalise and mobilise the substantial research evidence from motivational theory in order to ensure that it contributes more explicitly to a critique of current neoliberal trends, and motivation researchers will be better positioned to move the theory forward in relation to what is happening in the real world of education. Areas covered include: developing a more critical space in relation to the field of motivational psychology and contemporary educational policy; linking motivational theory to education policy and broader social and political structures; the neoliberal educational landscape; an overview of achievement goal theory and self-determination theory. Motivation, Educational Policy and Achievement is a ‘wake-up call’ for educational practitioners and policy makers and essential reading for all advanced students and researchers in the fields of educational psychology and educational research.
Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development (Educational Psychology Series)
by Robert J. Sternberg David Yun DaiThe central argument of this book is that cognition is not the whole story in understanding intellectual functioning and development. To account for inter-individual, intra-individual, and developmental variability in actual intellectual performance, it is necessary to treat cognition, emotion, and motivation as inextricably related. Motivation, Emotion, and Cognition: Integrative Perspectives on Intellectual Functioning and Development: *represents a new direction in theory and research on intellectual functioning and development; *portrays human intelligence as fundamentally constrained by biology and adaptive needs but modulated by social and cultural forces; and *encompasses and integrates a broad range of scientific findings and advances, from cognitive and affective neurosciences to cultural psychology, addressing fundamental issues of individual differences, developmental variability, and cross-cultural differences with respect to intellectual functioning and development.By presenting current knowledge regarding integrated understanding of intellectual functioning and development, this volume promotes exchanges among researchers concerned with provoking new ideas for research and provides educators and other practitioners with a framework that will enrich understanding and guide practice.
Motivation, Language Attitudes and Globalisation
by Zoltan Dornyei Kata CsizerThis volume presents the results of the largest ever language attitude/motivation survey in second language studies. The research team gathered data from over 13,000 Hungarian language learners on three successive occasions: in 1993, 1999 and 2004. The examined period covers a particularly prominent time in Hungary's history, the transition from a closed, Communist society to a western-style democracy that became a member of the European Union in 2004. Thus, the book provides an 'attitudinal/motivational flow-chart' describing how significant sociopolitical changes affect the language disposition of a nation.
Motivation, Language Identity and the L2 Self
by Zoltan Dornyei Ema UshiodaDue to its theoretical and educational significance within the language learning process, the study of L2 motivation has been an important area of second language acquisition research for several decades. Over the last few years L2 motivation research has taken an exciting new turn by focusing increasingly on the language learner's situated identity and various self-perceptions. As a result, the concept of L2 motivation is currently in the process of being radically reconceptualised and re-theorised in the context of contemporary notions of self and identity. With contributions by leading European, North American and Asian scholars, this volume brings together the first comprehensive anthology of key conceptual and empirical papers that mark this important paradigmatic shift.
Motivation, Leadership and Curriculum design
by Caroline KohThis book discusses the links between the basis of motivational, leadership and curricular constructs with regards to 21st century and net-generation learning. It brings together recent developments in motivation, educational leadership and curriculum design in order to offer a better understanding of what is already known and what is yet to be explored in these fields. It consists of a collection of findings on recent educational developments, including topics such as motivating the 21st century learner, leadership practices and influences, curriculum design and models, novel learning environments and 21st century learners and their needs.
Motivation, Learning, and Technology: Embodied Educational Motivation (Interdisciplinary Approaches to Educational Technology)
by J. Michael Spector Seung Won ParkMotivation, Learning, and Technology is a fresh, thorough, and practical introduction to motivational research, theories, and applications for learning and instruction. Written for both instructional designers and teachers, this foundational textbook combines learning design and learning technologies, synthesis of current research and models, and practical advice for those looking to improve how they motivate learners. Building from existing models in an interactional, holistic approach, J. Michael Spector and Seung Won Park guide readers through all steps of educational motivation, from designing a motivation plan through implementation and assessment.
Motivation: Theory And Research
by Harold F. O’Neil Jr. Michael DrillingsDesigned for professionals and graduate students in the personality/social, military, and educational psychology, and assessment/evaluation communities, this volume explores the state of the art in motivational research for individuals and teams from multiple theoretical viewpoints as well as their effects in both schools and training environments. The great majority of education and training R&D is focused on the cognitive dimensions of learning, for instance, the acquisition and retention of knowledge and skills. Less attention has been given in the literature and in the design of education and training itself to motivational variables and their influence on performance. As such, this book is unique in the following montage of factors: * a focus on motivation of teams or groups as well as individuals; * an examination of the impact of motivation on performance (and, thus, also on cognition) rather than only on motivation itself; * research in training as well as educational settings. The data reported were collected in various venues including schools, laboratories and field settings. The chapter authors are the researchers that, in many cases, have defined the state of the art in motivation.
Motivational Currents in Language Learning: Frameworks for Focused Interventions (ESL & Applied Linguistics Professional Series)
by Zoltán Dörnyei Alastair Henry Christine MuirBuilding on Zoltán Dörnyei’s authoritative work in the field of learner motivation, this book introduces a new conceptualization—Directed Motivational Currents (DMCs)—and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation. Going beyond focused behavior in a single activity, DMCs concern intensive long-term motivation. The distinctive feature of the theory is that it views motivation not simply as a springboard for action but also as a uniquely self-renewing and sustainable process. It is this energizing capacity which distinguishes DMCs from almost every other motivational construct described in the research literature. Motivational Currents in Language Learning offers new insights, valuable both to motivation researchers and classroom practitioners. The accessible style, along with plentiful illustrations and practical suggestions for promoting sustained learning, invite readers to think about motivation in a different way. Highly relevant for language teachers, teachers-in-training, teacher educators, and researchers in TESOL and applied linguistics, the book explains how the DMC construct can be integrated into course structures and teaching methodologies, and encourages teachers to try out novel methods for harnessing motivational power in classroom settings.
Motivational Design for Learning and Performance
by John M. KellerIt is impossible to control another person's motivation. But much of the instructor's job involves stimulating learner motivation, and learning environments should ideally be designed toward this goal. Motivational Design for Learning and Performance introduces readers to the core concepts of motivation and motivational design and applies this knowledge to the design process in a systematic step-by-step format. The ARCS model--theoretically robust, rooted in best practices, and adaptable to a variety of practical uses--forms the basis of this problem-solving approach. Separate chapters cover each component of the model--attention, relevance, confidence, and satisfaction--and offer strategies for promoting each one in learners. From there, the motivational design process is explained in detail, supplemented by real-world examples and ready-to-use worksheets. The methods are applied to traditional and alternative settings, including gifted classes, elementary grades, self-directed learning, and corporate training. And the book is geared toward the non-specialist reader, making it accessible to those without a psychology or teaching background. With this guide, the reader learns how to: Identify motivation problems and goals Decide whether the environment or the learners need changing Generate attention, relevance, confidence, and satisfaction in learners Integrate motivational design and instructional design Select, develop, and evaluate motivational materials Plus a wealth of tables, worksheets, measures, and other valuable tools aid in the design process Comprehensive and enlightening, Motivational Design for Learning and Performance furnishes an eminently practical body of knowledge to researchers and professionals in performance technology and instructional design as well as educational psychologists, teachers and trainers.
Motivational Dynamics in Language Learning
by Zoltán Dörnyei Peter D. MacintyreThis landmark volume offers a collection of conceptual papers and empirical research studies that investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The contributors include some of the most well-established scholars from three continents, all addressing the question of how we can understand motivation if we perceive it as continuously changing and evolving rather than as a fixed learner trait. The data-based studies also provide useful research models and templates for graduate students and scholars in the fields of applied linguistics and SLA who are interested in engaging with the intriguing area of examining language learning in a dynamic vein.